Behavior Intervention Specialist

The Gates Chili Central School District is dedicated to fostering curiosity, growth, and diversity within our school community. The District celebrates and embraces differences and strives to dismantle exclusion, bias, racism, and prejudice of all forms. Position Behavior Intervention Specialist Position Purpose The Behavioral Intervention Specialist supports students with behavioral and social-emotional needs by developing and implementing effective interventions in collaboration with school staff, families, and outside agencies. This role ensures that behavioral supports are data-driven, consistently applied, and aligned with individual student needs to promote positive outcomes. Compensation / Pay Range $44,500 (negotiable based on experience) Benefits Qualifies for District contribution to Health/Vision and/or Dental Insurance Qualifies for Paid Personal Time Qualifies for Paid Sick Time Qualifies for Paid Vacation Time Schedule Full‑time, 10‑month (works student calendar) or 12‑month. 7 hour 40 minute day including a duty‑free lunch of 35 minutes. Essential Functions Collaborate with school teams to address the mental health and behavioral needs of students. Write, implement, and monitor Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs). Deliver training and professional development on positive behavior support strategies and interventions. Provide therapeutic crisis intervention and de‑escalation support as needed. Coach staff through in‑the‑moment support and embedded professional learning opportunities. Partner with families and community agencies to promote consistency across school, home, and external environments. Ensure the consistent implementation of classroom management systems and behavior plans. Monitor and support classroom behavior practices through observation, data review, and consultation with instructional and support staff. Observe students with behavioral challenges and consult with staff to develop effective support strategies. Model behavior interventions and support techniques in classroom settings. Train staff on data collection methods and implementation of individualized behavior programs. Assist in designing and maintaining behavior data collection systems tailored to individual student needs. Collaborate with educators to review student behavioral data and refine intervention strategies based on progress. Perform other duties as assigned to support student success and the school community. Participate in the development, implementation, and review of Individualized Education Programs (IEPs); attend CSE meetings as appropriate. Consult regularly with teachers, parents, and administrators to support individualized programming and school‑wide behavioral initiatives. Meet regularly with the Assistant Superintendent for Student Support Services to review district‑wide program performance, identify needs, and recommend improvements. Maintain accurate documentation of services, contacts, and student progress. Perform additional duties as assigned by the Assistant Superintendent for Student Support Services. Additional Duties Performs other related tasks as assigned by the Assistant Superintendent for Student Support Services and other central office administrators as designated by the Superintendent. Note The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Equipment Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone. Travel Requirements Travels to school district buildings and professional meetings as required. Knowledge, Skills, and Abilities Demonstrated experience in writing, implementing, and monitoring Functional Behavioral Assessments and Behavior Intervention Plans Successful experience working with and supporting students with complex behavioral and emotional needs Ability to provide engaging professional development opportunities Ability to establish and maintain collaborative working relationships with administrators, staff and families Knowledge of CRSE and ability to engage with an ethnically and culturally diverse population Knowledge of data information systems, data analysis and the formulation of action plans. Knowledge of applicable federal and state laws regarding education and students. Ability to use computer network system and software applications as needed. Ability to organize and coordinate work. Ability to communicate effectively with students, staff and parents. Ability to engage in self‑evaluation with regard to performance and professional growth. Physical and Mental Demands, Work Hazards Works in standard office and school building environments. Certification / License Must be New York State certified as a social worker, psychologist, counselor, or K‑12 special education. Education MA/MS degree or higher. Successful experience providing mental health support and have a proven history of implementing behavioral interventions At least 5 years of experience in an educational setting or related experience Be knowledgeable about crisis management and interventions Experience Prior experience working with a diverse population and students with complex behavioral needs is strongly encouraged. #J-18808-Ljbffr